Orienting Context “What goals do the learners have for taking or attending this course or instruction?” (Morrison, Ross, Kalman, & Kemp, 2011)
The goal of the learner for taking this course would be to learn how to use Edmodo in their classrooms to do things such as grade tests, communicate classroom expectations with parents and students, provide a place for student interactions, and get homework help. The learner may also want to take this course because it will fulfill certain technology requirements on proficiency evaluations and may also be used to fill certain professional development requirements.
“What is the learners’ perceived utility of the instruction?” (Morrison et. al., 2011)
Learning to use Edmodo would be useful for grading and communicating with parents and students, and facilitate student to student communication using technology. A problem that may be faced is that learner’s may believe that traditional methods such as email and [[#|phone]] calls would work as well as Edmodo and may not want to learn the program. However, Edmodo operates much like Facebook, and would allow for easy and more efficient mass communication between parents and students.
“Are the learners accountable for mastering the content presented in the course?” (Morrison et. al., 2011)
The learners both are and are not accountable for mastering course content. If the learner wants to use the Edmodo program effectively they will have to master the content so they are able to easily perform the programs functions. On the other hand, if the learner chooses to not use the program there is no reason to master the content presented.
Instructional Context This program will be offered in a traditional instructor led session in which the learner will be able to see from the instructor how to do a task and then complete it on their own. Depending on accommodations, the learner may be able to complete the task during the instructional session or may have to complete the tasks after the instructional session. The learner will need access to [[#|a computer]] with internet access because they would need to be able to create an Edmodo account. The learner should also choose an area that is relatively quiet so they can work uninterrupted. Since the program will be offered electronically, the learner will be able to access it whenever it is convenient for them and work at their own pace through the program.
Transfer Context The learner will be able to transfer their knowledge continuously from class to class year to year. Learners will be able to use the program in their classroom in whatever capacity they choose. Knowledge transfer will continue as long as the learner is using the program. The learner will experience a return on [[#|investment]] when they begin using the program in their classroom environment. Learners who are able to use the program with student’s everyday will experience a quicker and larger return than those who are not able to use the program daily. Also, as the learner becomes more proficient with the basic uses of the program, they will be able to begin using program features not taught in this course which will further increase their return on investment.
Unit Goals
The learner will be able to create a teacher account on Edmodo.
The learner will be able to create a student account on Edmodo.
The learner will be able to post messages to communicate on Edmodo.
The overarching unit goal is to give a secondary education teacher a basic proficiency with Edmodo so that he/she will begin to use Edmodo in his/her own classroom.
Instruction will be successful if the learner is able to create an Edmodo account and complete the 3 unit goals. This course will also be considered successful if the learner is able to integrate the Edmodo program consistently in at least one of their classes shortly after attending the training.
References
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Orienting Context
“What goals do the learners have for taking or attending this course or instruction?” (Morrison, Ross, Kalman, & Kemp, 2011)
The goal of the learner for taking this course would be to learn how to use Edmodo in their classrooms to do things such as grade tests, communicate classroom expectations with parents and students, provide a place for student interactions, and get homework help. The learner may also want to take this course because it will fulfill certain technology requirements on proficiency evaluations and may also be used to fill certain professional development requirements.
“What is the learners’ perceived utility of the instruction?” (Morrison et. al., 2011)
Learning to use Edmodo would be useful for grading and communicating with parents and students, and facilitate student to student communication using technology. A problem that may be faced is that learner’s may believe that traditional methods such as email and [[#|phone]] calls would work as well as Edmodo and may not want to learn the program. However, Edmodo operates much like Facebook, and would allow for easy and more efficient mass communication between parents and students.
“Are the learners accountable for mastering the content presented in the course?” (Morrison et. al., 2011)
The learners both are and are not accountable for mastering course content. If the learner wants to use the Edmodo program effectively they will have to master the content so they are able to easily perform the programs functions. On the other hand, if the learner chooses to not use the program there is no reason to master the content presented.
Instructional Context
This program will be offered in a traditional instructor led session in which the learner will be able to see from the instructor how to do a task and then complete it on their own. Depending on accommodations, the learner may be able to complete the task during the instructional session or may have to complete the tasks after the instructional session. The learner will need access to [[#|a computer]] with internet access because they would need to be able to create an Edmodo account. The learner should also choose an area that is relatively quiet so they can work uninterrupted. Since the program will be offered electronically, the learner will be able to access it whenever it is convenient for them and work at their own pace through the program.
Transfer Context
The learner will be able to transfer their knowledge continuously from class to class year to year. Learners will be able to use the program in their classroom in whatever capacity they choose. Knowledge transfer will continue as long as the learner is using the program. The learner will experience a return on [[#|investment]] when they begin using the program in their classroom environment. Learners who are able to use the program with student’s everyday will experience a quicker and larger return than those who are not able to use the program daily. Also, as the learner becomes more proficient with the basic uses of the program, they will be able to begin using program features not taught in this course which will further increase their return on investment.
Unit Goals
The overarching unit goal is to give a secondary education teacher a basic proficiency with Edmodo so that he/she will begin to use Edmodo in his/her own classroom.
Instruction will be successful if the learner is able to create an Edmodo account and complete the 3 unit goals. This course will also be considered successful if the learner is able to integrate the Edmodo program consistently in at least one of their classes shortly after attending the training.
References
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.